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Assessing a Capstone Research Project in Medical Training: Examiner Consistency Using Generic Versus Domain-Specific

Katharine J Reid¹, Neville G Chiavaroli^1,2, Justin L C Bilszta¹

¹Department of Medical Education, The University of Melbourne, Melbourne, Australia.

Journal of Medical Education and Curricular Development

|March 3, 2022

Summary

This summary is machine-generated.

Generic rubrics, not specific ones, improved examiner consistency and reduced mark disputes when assessing medical student research projects. This finding impacts educational practices for evaluating research projects.

Keywords:

MeSH terms: Learning education, medical research research report students, medical

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Area of Science:

Medical Education
Educational Assessment

Background:

Rubrics are common for written tasks in higher education but less studied for research projects.
Evidence on rubric type (general vs. specific) reliability for research project assessment is limited.

Purpose of the Study:

To compare the reliability of general versus task-specific rubrics in assessing medical student research projects.
To evaluate the impact of rubric type on examiner judgment consistency and arbitration rates.

Main Methods:

A two-year study comparing examiner concordance using generic rubrics, followed by two years using task-specific rubrics for medical student research projects.
Analysis of examiner judgments and arbitration instances.

Main Results:

Contrary to expectations, generic rubrics demonstrated greater consistency between examiners.
Fewer arbitrations were required when using generic rubrics compared to task-specific rubrics.

Conclusions:

Generic rubrics appear more effective than task-specific rubrics for ensuring consistent assessment of medical student research projects.
Findings provide empirical evidence for developing and implementing rubrics in medical education assessment.